High School Students Understand The Diagnosis And Correction Of Thinking Disorder

The new curriculum standard puts forward "to cultivate the future citizen's necessary discipline accomplishment", which sets a higher request to student's thinking and ability. If students meet with geographical thinking obstacles in study,unable to solve the problems timely and effectively, it will inevitably have a negative impact on their future learning. In this paper, the author hopes to find out the existence of thinking obstacles and the differences of students' thinking obstacles at different levels, and then propose effective transformation strategies to improve students' thinking ability through the diagnosis of thinking obstacles in students'geography learning.In this paper, after the analysis of students' homework and the common geographical problems, six kinds of thinking obstacles which are common in senior high school students are presented: the disturbance of thinking caused by the former concept interference; the obstacle due to the lack of imagination of geographical space thinking; the obstacle caused by one-sided thinking; the obstacle caused by lacking information extraction of geographical charts; the obstacle caused by fixed mindset;and emotional thinking obstacles. The questionnaire is divided into two parts. The first part is carried out in the form of geography exercises. The second part is about self-cognition of students' thinking obstacles. In the selection of the test subjects, two samples including the excellent and poor students so as to obtain different levels of thinking differences.Research shows that students' thinking obstacles do exist in the process of geography problem solving, but there are some differences between the excellent students and the poor students. There are obvious differences in the following aspects:the former concept interference; the lack of imagination of geographical space thinking; the obstacle caused by one-sided thinking; the obstacle caused by fixed mindset; and emotional thinking obstacles.Based on the analysis of students' thinking obstacles, the author finds out the following transformation strategies. In the process of teaching, students should deepen the understanding of geographical concepts and reduce the interference of preconceptions; use the transformation of pictures and graphs to cultivate students'spatial imagination; guide students to construct the knowledge network and pay attention to the comprehensiveness of thinking; improve the ability of information extraction and interpretation; optimize teaching methods to avoid the emotional obstacles, pay more attention to students' mental health, and communicate more with them to improve the students learning motivation and psychological quality.